Retention

Retention of a child for a second year in the same grade is never an easy decision, for either the teacher who may recommend it, or for the parent who must make the final decision.  Typically, retention disagreements usually occur when a teacher recommends it and the parent disagrees with this recommendation.  There is never an easy answer in this case and each side usually offers valid reasoning for their opinion.

Parent Concerns

• Fear of harm to the child’s self-esteem which may occur if he/ she is held back
  
• Concern that the intervention may be too much and that the child can “catch up” if other strategies are employed
  
• Considerations surrounding sibling placement and social interactions with peers are always of great concern
  
• Fear that this intervention will “label” their child in some way

Teacher Concerns

• Fear that if this intervention is not employed early the child will not be ready for the next grade and the subsequent
  lack of success will harm self-esteem
  
• Concerns that should the child not experience success he/ she will lose motivation and behavior concerns may occur
  
• Consideration of the child’s social development and concerns that the child may be lacking in maturity required for
  the rigors of the next grade

A Closer Look at Retention

Retention is, first and foremost, an intervention strategy.  It is designed to act as a quantum measure to allow a child togain the skills across a variety of domains which will better allow them to reach their full potential when they do move on to the next grade.  What follows is a quick primer on what needs to be considered before a decision is reached.  As each individual case for retention is unique the following is simply a guideline.  However, it is good practice to consider the following before a decision is reached.

1. Is there a history of developmental delays?
   
2. Is there a diagnosis which will have a bearing on a child’s learning over the long term?
   
3. Does the child’s overall cognition play a role?
   
4. Are there siblings one year behind?
   
5. What is the child’s gender?
   
6. What is the child’s physical size?
   
7. What is the child’s date of birth?
   
8. Are there learning disabilities present or a history of them in the family?
   
9. Are there external environmental factors (such as a death in the family) which play a role in the child’s achievement?
   
10. Is a lack of motivation a factor?
    
11. Can the desired result be achieved through other interventional strategies (such as resource help or Early Literacy Intervention)?
    
12. Are there other factors such as multiple displacements or child welfare involvement?
    
13. Is it understood that if retention is agreed to then that child does not qualify for any other interventional services in the subsequent year?
    
14. Other

While these are not, by any means, the only criterion for making such a serious decision, they are a start.  Ultimately, myexperience has shown that both the school and the family want the same thing:  what is best for the child.  I have found that often, through open communication and dialogue, a decision can be reached which is agreeable. It is often quite valuable to both the school and the family to go through a structured assistive tool such as the Light’s Retention Scale to assist with the decision.

Ultimately it is the parent who has the final say.  It is our job to help facilitate a good transition for the child no matter what is decided.